DATE: 03/06/2009 11:07:59 / MOOD: research

This study proposes a model for testing reading for any purpose, any level and any text type. It serves as a general framework for EFL instructors. This model is based on 2 reading theories. It looks at reading as a product and a process. According to the proposed model, a reading test consists of an unseen text of a length, difficulty level and type comparable to those practiced in class. The reading text should be followed by items that measure the following product skills: (i) Literal comprehension, i.e. the literal recognition, recall or verification of details, main ideas, sequence of events, comparisons, cause-effect relationships, and character traits; (ii) Inferential comprehension i.e. inferring supporting details, sequence, comparisons, cause and effect relationships, character traits, figurative language and predicting outcomes; (iii) Evaluation, i.e., judgments of reality or fantasy, fact or opinion, adequacy or validity, appropriateness, worth, desirability and acceptability; (iv) Appreciation, i.e., emotional responses to the content, plot or theme, sensitivity to various literary genres, identification with characters and incidents, reaction to the author’s use of language, and response to generated images. It should be also followed by items that measure the following process skills: (1) Using phonic clues to determine the pronunciation and meaning of unknown words by identifying letter combinations and spelling-pronunciation correspondences; (2) Using word structure clues to determine the pronunciation and meaning of unknown words by breaking words into roots, prefixes and suffixes, by identifying inflectional endings, compound words, contractions and possessives; (3) Using semantic or contextual clues such as the topic, words preceding and/or following the unfamiliar words and commonly used expressions, synonyms, antonyms, definitions, direct explanations, descriptions, examples, parenthesis, comma enclosure, appositives, mood and tone available in the written context; (4) Using syntactic clues to determine the meaning of unknown words by noting the inflectional endings, position of words in a sentence, mandatory agreement, and by recognizing the function of punctuation and typographic devices; (5) Recognizing text structure such as paragraph topics and subtopics, text structure type and organizational clues; (6) Making Inferences, i.e. using knowledge or experiences or finding a semantic, grammatical or logical (causal) relation between the propositions or events expressed in the text, making backward and forward inferences; (7) Recognizing anaphoric relationships, i.e., words and phrases that refer back to other words and phrases used earlier in a text such as personal and locative pronouns, temporal, class inclusive and arithmetic anaphora, pro-verbs, synonyms and subordinates; (8) Recognizing types of cohesion, i.e. the grammatical and/or lexical features that link the component parts of a text together such as cohesion by reference, by conjunction, by ellipsis, by substitution and lexical cohesion. To have a balanced reading test, the test items should cover all 12 skill area. However, the subskills tested under each are can be chosen in accordance with the students’ proficiency level. Questions should not involve direct copying of answers from the text even at the literal level. The workshop will explain the model in detail and will use sample reading texts and test items for illustration.

Prof. Reima Al-jarf,<a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 11:06:38 / MOOD: research

The study recommends that cross-cultural online dialogue be part of the EFL college classroom in Saudi Arabia. It proposes a model for dialogue skills, cross-cultural themes that can serve as a basis for selecting dialogue topics, print and electronic resources for locating stereotypes and misconceptions about Saudi Arabia, Islamic and Arabic cultures. Examples of online instruction and collaborative and interactive activities; and recommendations for successful dialogue between Saudi and English-speaking-students are given. 

Prof. Reima Al-jarf, <a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 11:05:45 / MOOD: technology and esl

The Ministry of Education and School Districts in Saudi Arabia have special forums for teachers as part of their internet websites. The study will survey some teachers' online forums and websites in Saudi Arabia, types of services they provide for teacher, types and number of participants, areas of focus, and their role in teachers' professional development. The study will provide a model that shows how teachers' websites can be best utilized in teachers' education and development. 

Prof. Reima Al-jarf,<a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 11:04:55 / MOOD: technology and esl

Technology is not currently used in EFL classrooms at King Saud University. Therefore an attempt was made to use online learning in EFL vocabulary instruction from home, as a supplement to classroom instruction. Two groups of freshman students participated in the study. The pre-test scores showed no significant differences between both groups in their vocabulary knowledge. Then, both groups studied the same vocabulary textbook, and completed the same lessons and exercises in that textbook. In addition, the experimental group used an online course with Nicenet (www.nicenet.org). They accessed the Nicenet vocabulary course from home. Each week, I posted a question or discussion thread that required the students to use the vocabulary items they have studied in the ‘Conferencing’ area. I also added vocabulary websites related to the vocabulary items and themes discussed in class in the ‘Link Sharing” area. The vocabulary websites contained explanation, exercises, a daily vocabulary lesson, and quizzes. The students were encouraged to check the vocabulary links, respond to the questions and discussion threads, add vocabulary links, and post vocabulary threads. Comparisons of the post-test mean scores showed significant differences between the experimental and control groups. Results showed that in learning environments where technology is unavailable to EFL students and instructors, use of technology from home and even as a supplement to traditional classroom techniques helps motivate and enhance EFL students' learning and acquisition of English vocabulary. The students and instructor's attitudes, roles and the problems they faced will be reported. 

Prof. Reima Al-jarf,<a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 11:03:03 / MOOD: research

Year after year, EFL and translation programs at King Saud University are experiencing significant increases in female freshman student enrollments. This study aims to investigate the effect of female freshman student enrollment figures in EFL programs on student achievement and attitudes, program staffing, classroom instruction, management, assessment, resources and facilities utilization on the basis of female faculty demographic, female faculty teaching load, number of courses and total number of credit hours offered by the department, freshman students’ enrollment statistics, grammar test scores. Female students, instructors, department head and program coordinators' perceptions of the causes and outcomes of large female freshman student enrollments will be reported.

Prof. Reima Al-jarf, <a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 11:01:59 / MOOD: technology and esl

 Three English-as-a foreign language (EFL) college instructors in Ukraine, Russia and Saudi Arabia and their undergraduate students participated in an online writing project. The aim of the project was to develop students' writing skills in EFL, to develop their awareness of local and global cultural issues and events, and develop their ability to communicate and interact with students from other cultures. Thirteen discussion threads, twenty external links, nine documents, three assignments, a photo gallery and Powerpoint presentations were posted in the Nicenet course-site. Quantitative and qualitative analyses of the students' messages and reactions are reported.

Prof. Reima Al-jarf,<a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 11:00:23 / MOOD: technology and esl

Nicenet, WebCT and Moodle were used to teach grammar to freshman students at King Saud University in Saudi Arabia. The aims of the experiment were to find out whether the complexity of an online course design and multiplicity of tools used would affect its frequency of usage, to identify technological and linguistic barriers to students' participation and interaction in those online courses and to report students' perceptions of their online learning experience. The subjects were divided into 3 groups, each randomly assigned to a different online course. The subjects had no prior experience using online teaching. The same questions, discussion threads, grammar websites, daily grammar lesson, exercises and quizzes were posted in the three online courses. Daily observations of student reactions, questions and discussions as well as responses to post-treatment questionnaires showed that Nicenet was the most popular. The effective and ineffective use of Online Course Management Systems by freshman students in Saudi Arabia are discussed.

Prof. Reima Al-jarf,<a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 10:42:34 / MOOD: technology and esl

The study reports results of an experiment in which the author and her students at King Saud University (KSU) in Riyadh, Saudi Arabia were connected with a professor and his students at Umm Al-Qura University (UQU) in Makkah, Saudi Arabia shared an online grammar course using www.makkahelearning.net. The experiment proved to be a total failure. Factors contributing to students' inadequate participation in the online course, and hesitation to register and interact are discussed.

Prof. Reima Al-jarf,<a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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DATE: 03/06/2009 10:41:44 / MOOD: technology and esl

Technology is not currently used in EFL classrooms at King Saud University in Riyadh, Saudi Arabia. Therefore an online course was used in the teaching of English grammar from home. The aim of the present study was to find out whether integration of online learning in grammar instruction significantly improves EFL freshman college students’ achievement and attitudes. Two groups of freshman students participated in the study. Pretest means scores showed significant differences between the experimental and control groups in their grammatical knowledge. Following online instruction with Nicenet, comparisons of the posttest means scores showed significant differences in achievement. The study concluded that in learning environments where technology is unavailable to EFL students and instructors, use of an online course from home and even as a supplement to in-class techniques helps motivate and enhance EFL students' learning and mastery of English grammar. 

Prof. Reima Al-jarf,<a href="http://faculty.ksu.edu.sa/aljarf">http://faculty.ksu.edu.sa/aljarf</a>

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